Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
ATZ-Fachkongress

Chassis.tech plus 2024


4 Kongresse in einer Veranstaltung

Treffen Sie in München die Fachleute von Chassis, Lenkung, Bremsen sowie Reifen/Räder.
Erweiterte Suche
Anmelden
nach oben
The Urban Review
Erschienen in: The Urban Review 1/2012

01.03.2012

Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

verfasst von: Dorothy F. Garrison-Wade, Gregory A. Diggs, Diane Estrada, Rene Galindo

Erschienen in: The Urban Review | Ausgabe 1/2012

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.
Vorheriger Artikel Video “Reading” and Multimodality: A Study of ESL/Literacy Pupils’ Interpretation of Cinderella from Their Socio-historical Perspective
Nächster Artikel African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Literatur
Aguirre, J. A. (2000). Academic storytelling: A critical race theory story of affirmative action. Sociological Perspectives, 43(2), 319–339.
Aguirre, A., & Martinez, R. (2003). The diversity rationale in higher education: An overview of the contemporary legal context. Social Justice, 30(1), 138–152.
Aldridge, D. P. (2001). Redefining and refining scholarship for the academy: Standing on the shoulders of our elders and giving credence to African-American voice and agency. In L. Jones (Ed.), Retaining African Americans in higher education: Challenging paradigms for retaining students, faculty & administrators (pp. 193–205). Sterling, Virginia: Stylus.
Antonio, A. L. (2002). Faculty of color reconsidered: Reassessing contributions to scholarship. The Journal of Higher Education, 73(5), 582–602.CrossRef
Ashburn, E. (2007). Survey identifies colleges that know how to keep junior faculty members happy. Chronicle of Higher Education, 53(22), 22–28.
Baez, B. (2002, April). Race work and faculty of color: Changing the academy from within. Paper presented at the Keeping Our Faculties Conference, University of Minnesota.
Bell, D. (1980). Brown v. board of education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–523.CrossRef
Bitting, P. F. (2004). So grows the tree: Some assumptions underlying the college professorate and their repercussions on higher education. In D. Cleveland (Ed.), A long way to go: Conversations about race by African American faculty and graduate students (pp. 75–80). New York: Peter Lang.
Branch, A. J. (2001). How to retain African-American faculty during times of challenge for higher education. In L. Jones (Ed.), Retaining African Americans in higher education: Challenging paradigms for retaining students, faculty & administrators (pp. 193–205). Sterling, Virginia: Stylus.
Caldwell, L. D., & Stewart, J. B. (2001). Rethinking W. E. B. Dubois “double consciousness”: Implications for retention and self-preservation in the academy. In L. Jones (Ed.), Retaining African Americans in higher education: Challenging paradigms for retaining students, faculty & administrators (pp. 193–205). Stylus: Sterling, Virginia.
Cleveland, D. (Ed.). (2004). A long way to go: Conversations about race by African American faculty and graduate students. New York: Peter Lang.
Cockrell, K. S. (2006). Solitary sojourn: An American Indian faculty member’s journey in academe. In C. A. Stanley (Ed.), Faculty of color: Teaching in predominantly White Colleges and Universities (pp. 123–138). Boston, MA: Anker Publishing.
Delgado, R., & Stefancic, J. (Eds.). (1995). Critical race theory: The cutting edge. Philadelphia: Temple University Press.
Delgado-Romero, E., Flores, L., Gloria, A., Arredondo, P., & Castellanos, J. (2003). Developmental career challenges for Latina/o faculty in higher education. In J. Castellans & L. Jones (Eds.), the majority in the minority: Expanding the representation of Latina/o faculty, Administrators, and students in higher education (pp. 257–283). Sterling, VA: Stylus Publishing.
Delgado-Romero, E. A., Manlove, A. N., Manlove, J. D., & Hernández, C. A. (2007). Controversial issues in the recruitment and retention of Latino/a faculty. Journal of Hispanic Higher Education, 6(1), 34–51.CrossRef
Diggs, G., Garrison-Wade, D., Estrada, D., & Galindo, R. (2009). Smiling faces and colored spaces: The experiences of faculty of color pursuing tenure in the academy. Urban Review, 41(4), 312–333. doi:10.​1007/​s11256-008-0113-y.CrossRef
Elkins, J. R. (1985). Rites de passage: Law students “telling their lives”. Journal of Education, 35, 27–55.
Essien, V. (2003). Visible and invisible barriers to the incorporation of faculty of color in predominantly white law schools. Journal of Black Studies, 34(1), 63–71.CrossRef
Gaston, J. L. (2004). Preparing for the professorate: What African American graduate students should know. In D. Cleveland (Ed.), A long way to go: Conversations about race by African American faculty and graduate students (pp. 32–39). New York: Peter Lang.
Gregory, S. T. (2001). Black faculty women in academy: History, status, and future. The Journal of Negro Education, 70(3), 124–138.CrossRef
Guidry, J. J. (2006). Can a brotha’ get a break? Teaching on a majority white research university campus. In C. A. Stanley (Ed.), Faculty of color: Teaching in predominantly White Colleges and Universities (pp. 166–174). Boston, MA: Anker Publishing Company.
Hagedorn, L. S. (2000). Conceptualizing faculty job satisfaction: Components, theories, and outcomes. New Directions for Institutional Research, 105, 5–20.CrossRef
Hamilton, M. L. (Ed.). (1998). Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press.
Hiraldo, P. (2010). The role of critical race theory in higher education. The Vermont Connection, 31, 53–59.
Hughes, R. (2004). The dwindling pool of qualified professors of color: Suburban legends. In D. Cleveland (Ed.), A long way to go: Conversations about race by African American faculty and graduate students (pp. 81–93). New York: Peter Lang Publishing.
Ibarra, R. (2003). Latina/o faculty and the tenure process in cultural context. In J. Castellans & L. Jones (Eds.), The majority in the minority: Expanding the representation of Latina/o faculty, Administrators, and students in higher education (pp. 207–219). Sterling, VA: Stylus Publishing.
Jackson, J. (2004). The story is not in the numbers: Academic socialization and diversifying the faculty. NWSA Journal, 16(1), 172–185.CrossRef
Jayakumar, U. M. (2008). Can higher education meet the needs of an increasingly diverse and global society? Campus diversity and cross-cultural competencies. Harvard Educational Review, 78(4), 615–651.
Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). Boston: McGraw Hill.
Jones, L. (2004). Foreword. In D. Cleveland (Ed.), A long way to go: Conversations about race by African American faculty and graduate students. New York: Peter Lang.
King, K. L., & Watts, I. E. (2004). Assertiveness or the drive to succeed?: Surviving at a predominantly White university. In D. Cleveland (Ed.), A long way to go: Conversations about race by African American faculty and graduate students (pp. 94–109). New York: Peter Lang.
Krueger, R. A. (2000). Focus Groups: A practical guide for applied research. London: Sage.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.CrossRef
Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
McGowan, J. M. (2000). African-American faculty classroom teaching experiences in predominantly white colleges and universities. Multicultural Teaching, 8(2), 19–22.
Niemann, Y. F. (1999). The making of a token: A case study of stereotype threat, stigma, racism, and tokenism in academe. Frontiers: A Journal of Women Studies, 20(1), 111–134.CrossRef
Perna, L. W., Gerald, D., Baum, E., & Milem, J. (2006). The status of equity for black faculty and administrators in public higher education in the south. Research in Higher Education, 48(2), 197–228. doi:10.​1007/​s11162-006-9041-4.CrossRef
Slaughter, J. B. (2004). Diversity and equity in higher education: A new paradigm for Institutional excellence. Paper presented at the Diversity Leadership Council Conference, Johns Hopkins University, Baltimore, Maryland.
Snyder, T. D., Dillow, S. A., & Hoffman, C. M. (2007). Digest of Education Statistics 2006 (NCES 2007-017). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC: U.S. Government Printing Office.
Solórzano, D. G. (1998). Critical race theory, racial and gender microagressions, and the experience of Chicano and Chicana scholars. International Journal of Qualitative Studies in Education, 11(1), 121–136. doi:10.​1080/​095183998236926.CrossRef
Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial micro-aggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1–2), 60–75.
Solórzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–45. doi:10.​1177/​1077800402008001​03.
Stanley, C. A. (Ed.). (2006). Faculty of color teaching in predominantly White Colleges and Universities. Bolton, MA: Anker Publishing.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory. London: Sage Publications.
Taylor, J. B. (1975). Law school stress and the “deformation professionelle”. Journal of Legal Education, 27(3), 251–267.
Turner, C. S. V. (2002). Women of color in academe: Living with multiple marginality. Journal of Higher Education, 73(1), 74–93.CrossRef
Turner, C. S. (2003). Incorporation and marginalization in the academy: From border toward center for faculty of color? Journal of Black Studies, 34(1), 112–125.CrossRef
Turner, C. S. V., Meyers, S. L., & Creswell, J. W. (1999). Exploring under presentation: The case of faculty of color in the Midwest. The Journal of Higher Education, 70(1), 27–59.CrossRef
Turner, C. S., & Myers, S. L. (2000). Faculty of color in academe: Bittersweet success. Boston: Allyn and Bacon.
Vargas, L. (Ed.). (2002). Women faculty of color in the white classroom. New York, NY: Peter Lang.
Verdugo, R. R. (2003). Discrimination and merit in higher education: The Hispanic Professoriate. In L. Jones & J. Castellanos (Eds.), The majority in the minority: Retaining Latina/o faculty, administrators, and students in the 21st century (pp. 241–254). Sterling, VA: Stylus Books.
Metadaten
Titel
Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track
verfasst von
Dorothy F. Garrison-Wade
Gregory A. Diggs
Diane Estrada
Rene Galindo
Publikationsdatum
01.03.2012
Verlag
Springer Netherlands
Erschienen in
The Urban Review / Ausgabe 1/2012
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI
https://doi.org/10.1007/s11256-011-0182-1

Weitere Artikel der Ausgabe 1/2012

The Urban Review 1/2012 Zur Ausgabe

OriginalPaper

A Political Analysis of Community Influence over School Closure

OriginalPaper

“A Perverse Kind of Sense”: Urban Spaces, Ghetto Places and the Discourse of School Shootings

OriginalPaper

Video “Reading” and Multimodality: A Study of ESL/Literacy Pupils’ Interpretation of Cinderella from Their Socio-historical Perspective

OriginalPaper

Environmental Threats to College Counseling Strategies in Urban High Schools: Implications for Student Preparation for College Transitions

OriginalPaper

The Rhetoric of Care: Preservice Teacher Discourses that Depoliticize, Deflect, and Deceive

OriginalPaper

African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development